Exploring contemporary challenges of intergenerational education in lifelong learning societies: An introduction
Keywords:intergenerational programmes, intergenerational education, solidarity, elderly, young
The concept of generation refers to the idea of generativity, and recalls a link of ancestry and descendance, yet in the full sense of the notion of generations and intergenerational relations, we go beyond the generative connections to recall the idea of identity constructions as a crossroads of family, social, historical, and political relationships. In this contribution and, more generally, in this special issue, we will try to look at the concept of generations from an educational perspective, focusing on the potential of intergenerational relations as a space for building communities based on heritage transmission, active citizenship and solidarity. The concept of positive intergenerational interdependence is increasingly common in the institutional and academic debate, and education can play an important role in promoting intergenerational solidarity: a strategic response to the major challenges affecting our communities.
Armstrong, L., & McKechnie, K. (2003). Intergenerational Communication: Fundamental but underexploited theory for speech and language therapy with older people. International Journal of Language & Communication Disorders, 38(1), 13–29. https://doi.org/10.1080/13682820304814
Baschiera, B., Deluigi, R., & Luppi, E. (2014). Educazione intergenerazionale, Prospettive. Progetti e metodologie didattico-formative per promuovere la solidarietà fra le generazioni (pp. 1-190). Franco Angeli.
Bernard, M., & Ellis, S. W. (2004). 'How do you know that intergenerational practice works?': A guide to getting started on evaluating intergenerational practice. Beth Johnson Foundation.
Bloom, B.S Engelhart, M.D. Furst, E.J., Hill, W.H And, Krathwohl, D.R., B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: David McKay Company, Inc.
Boström, A. K. (2002). Informal learning in a formal context: Problematizing the concept of social capital in a contemporary Swedish context. International Journal of Lifelong Education, 21(6), 510-524. https://doi.org/10.1080/0260137022000016730
Boström, A. K. (2009). Social capital in intergenerational meetings in compulsory schools in Sweden. Journal of Intergenerational Relationships, 7(4), 425–441. https://doi.org/10.1080/15350770903289009
Boström, A-K., Hutton-Yeo, A., Ohsako, T., & Sawano, Y. (2000). A general assessment of IP initiatives in the countries involved. In: A. Hutton-Yeo and T. Ohsako (Eds.), Intergenerational programmes. Public policy and research implications: An international perspective. UNESCO Institute of Education.
Brown, R., & Ohsako, T. (2003). A study of intergenerational programmes for schools promoting international education in developing countries through the International Baccalaureate Diploma Programme. Journal of Research in International Education, 2(2), 151–165. https://doi.org/10.1177/14752409030022002
Burrowes, E., 2019. Review of key mechanisms in intergenerational practices, and their effectiveness at reducing loneliness/social isolation, Sefydliad Materion Cymreig | Institute of Welsh Affairs. United Kingdom. Re-trieved from https://policycommons.net/artifacts/3767125/review-of-key-mechanisms-in-intergenerational-practices-and-their-effectiveness-at-reducing-lonelinesssocial-isolation/4572674/ on 04 Sep 2023. CID: 20.500.12592/3d174p.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.
Erikson, E. (1950). Childhood and society. W. W. Norton.
Erikson, E. (1982). The life cycle completed: A review. W. W. Norton.
Erikson, E. H. (1980). On the generational cycle. An address. The International Journal of Psycho-Analysis, 61, 213.
Formosa, M., Krašovec, S. J., & Schmidt-Hertha, B. (2014). Conclusion: Policy futures in older adult education and intergenerational learning. In B. Schmidt-Hertha, S. J. Krašovec & M. Formosa (Eds.), Learning across Generations in Europe: Contemporary Issues in Older Adult Education (pp. 203-212). Brill.
Gerritzen, E. V., Hull, M. J., Verbeek, H., Smith, A. E., & De Boer, B. (2020). Successful elements of intergenerational dementia programs: A scoping review. Journal of intergenerational relationships, 18(2), 214-245. https://doi.org/10.1080/15350770.2019.1670770
Gould, R. L. (1978). Transformations: Growth and change in adult life. Simon & Schuster.
Gualano, M. R., Voglino, G., Bert, F., Thomas, R., Camussi, E., & Siliquini, R. (2018). The impact of intergenerational programs on children and older adults: A review. International psychogeriatrics, 30(4), 451-468. https://doi.org/10.1017/S104161021700182X
Hatton-Yeo, A., & Ohsako, T. (2000). Intergenerational programmes: Public policy and research implications - An international perspective. Hamburg, Germany: UNESCO Institute for Education.
Hewstone, M., & Brown, R. (1986). Contact is not enough: An intergroup perspective on the “contact hypothesis”. In: M. Hewstone & R. Brown (Eds.), Intergroup contact (pp. 1–44). Blackwell.
Jarrott, S. E. (2011). Where have we been and where are we going? Content analysis of evaluation research of intergenerational programs. Journal of Intergenerational Relationships, 9(1), 37–52. https://doi.org/10.1080/15350770.2011.544594
Kaplan, M. (1997). Intergenerational community service projects: Implications for promoting intergenerational unity, community activism, and cultural continuity. Journal of Gerontological Social Work 28(2): 209–225.
Kaplan, M. S. (2001). School-based intergenerational programs. Hamburg, Germany: UNESCO Institute for Education.
Kaplan, M. S. (2002). Intergenerational programs in schools: Considerations of form and function. International Review of Education, 48, 305-334. https://doi.org/10.1023/A:1021231713392
Kitwood, T. (1997). Dementia reconsidered: The person comes first. Open University Press.
Kitwood, T., & Bredin, K. (1992). Towards a theory of dementia care: Personhood and well-being. Ageing and Society, 12(3), 269–287.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
Kuehne, V. (2003a). The state of our art: Intergenerational program research and evaluation: Part one. Journal of Intergenerational Relationships, 1(1), 145–161. https://doi.org/10.1300/J194v01n01_12
Kuehne, V. (2003b). The state of our art: Intergenerational program research and evaluation: Part two. Journal of Intergenerational Relationships, 1(2), 79–93.
Kuehne, V. S., & Melville, J. (2014). The state of our art: A review of theories used in intergenerational program research (2003–2014) and ways forward. Journal of Intergenerational Relationships, 12(4), 317-346. https://doi.org/10.1080/15350770.2014.958969
Kuehne, V., & Kaplan, M. (2001). Evaluation and research on intergenerational shared site facilities and programs: What we know and what we need to learn. Generations United, Washington, DC.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lawrence-Jacobson, A. R. (2006). Intergenerational community action and youth empowerment. Journal of Intergenerational Relationships, 4(1), 137–147. https://doi.org/10.1300/J194v04n01_15
MacCallum, J., Palmer, D., Wright, P. R., Cumming-Potvin, W., Northcote, J. K., Brooker, M. A., & Tero, C. (2006). Community building through intergenerational exchange programs: Report to the National Youth Affairs Research Scheme (NYARS).
MacDonald, M. (2005). Intergenerational interactions occurring within a shared reading program. Journal of Intergenerational Relationships, 3(4), 45–61. https://doi.org/10.1300/J194v03n04_04
Martins, T., Midão, L., ... & Costa, E. (2019). Intergenerational programs review: Study design and characteristics of intervention, outcomes, and effectiveness. Journal of Intergenerational Relationships, 17(1), 93-109. https://doi.org/10.1080/15350770.2018.1500333
Newman, S. & Hutton-Yeo, A. (2008) Intergenerational learning and the contributions of older people. Ageing Horizons, 8(10), 31-39.
Newman, S., & Sánchez, M. (2007). Intergenerational programmes: Concept, history and models. In M. Sánchez (Ed.), Intergenerational programmes towards a society for all ages (pp. 35-63). Social Studies Collection, 23, laCaixa.
Newman, S., Ward, C., Smith, T., Wilson, J., & McCrea, J. (1997). Intergenerational programs: Past, present and future. Taylor and Francis.
Park, A. L. (2015). The effects of intergenerational programmes on children and young people. International Journal of school and cognitive psychology, 2(1), 1-5. https://doi.org/10.4172/1234-3425.1000118
Peterat, L., & Mayer-Smith, J. (2006). Farm friends: Exploring intergenerational environmental learning. Journal of Intergenerational Relationships, 4(1), 107–116. https://doi.org/10.1300/J194v04n01_12
Petersen, J. (2022). A meta-analytic review of the effects of intergenerational programs for youth and older adults. Educational Gerontology, 1-15. https://doi.org/10.1080/03601277.2022.2102340
Pettigrew, T. F. (2008). Future directions for intergroup contact theory and research. International Journal of Intercultural Relations, 32(2), 187–199. https://doi.org/10.1016/j.ijintrel.2007.12.002
Pinazo, S., & Kaplan, M. (2008). The benefits of intergenerational programmes, in Sánchez M. (Ed.) Towards a so-ciety for all ages (pp. 64-91), Social Studies Collection, No. 23, LaCaixa.
Portman, T., Bartlett, J. R., & Carlson, L. A. (2010). Relational theory and intergenerational connectedness: A qualitative study. Adultspan Journal, 9(2), 88–102. https://doi.org/10.1002/j.2161-0029.2010.tb00074.x
Sánchez, M. (Ed.) (2007), Towards a society for all ages. Social Studies Collection, No. 23, LaCaixa.
Saraceno, C. (Ed.). (2008). Families, ageing and social policy: Intergenerational solidarity in European welfare states. Edward Elgar Publishing.
Saraceno, C., & Keck, W. (2008). The institutional framework of intergenerational family obligations in Europe: A conceptual and methodological overview. Multilinks project, WP1. Berlin: WZB Social Science Research Center.
Schaie, K. W. (1978). Toward a stage theory of adult cognitive development. The International Journal of Aging and Human Development, 8(2), 129-138.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). MIT Press.
Wenger, E. (1998). Communities of practice, learning, meaning, and identity. Cambridge University Press.
World Health Organization. (2015). World report on ageing and health. https://apps.who.int/iris/bitstream/handle/10665/186463/9789240694811_eng.pdf (accessed 04 Sep 2023).
Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In: J. Rappaport & E. Seidman (Eds.) Handbook of community psychology (pp. 43-63). Springer US.
Zimmerman, M. A., Stewart, S. E., Morrel-Samuels, S., Franken, S., & Reischel, T. M. (2011). Youth empowerment solutions for peaceful communities: Combining theory and practice in a community-level violence prevention curriculum. Health Promotion Practice, 12(3), 425–439. https://doi.org/10.1177/1524839909357316
How to Cite
Copyright (c) 2023 Elena Luppi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.